How to maximize the time you have Managing the Religious Education Classroom:

What will we accomplish during this time?  we will explore students’ behaviors and their cause;  we will determine some components of good classroom management;  we will consider our own practices and plan for change;  we will make a commitment to do our best.

FUNCTIONS OF THE MANAGER  PLANNING  COMMUNICATION OF GOALS  REGULATION OF ACTIVITIES  CREATION AND MAINTENANCE OF THE LEARNING ENVIRONMENT  SUPERVISION  MOTIVATION  EVALUATION  SIMULTANEOUS HANDLING OF:  PACING  SEQUENCING  TIME  ORDER  FOCUS  SURPRISE

WHAT DO WE MEAN BY GOOD CLASSROOM MANAGEMENT?  THE ABILITY TO DETERMINE WHAT ACTIVITIES WILL MOTIVATE THE STUDENTS;  THE ABILITY TO DETERMINE LEARNING STYLES OF STUDENTS;  THE ABILITY TO HANDLE THE ELEMENT OF SURPRISE;  THE ABILITY TO ASSESS CORRECTLY

Skills  Listening  Following directions  Sharing  Social Interaction  Cooperation  Problem-solving  Organization  Service

Which of these skills do your students need to master?  Listening  Following directions  Sharing  Social Interaction  Cooperation  Problem-solving  Organization  Service

PHYSICAL FACTORS THAT AFFECT STUDENT BEHAVIOR WEATHERSENSE OF TIME CIRCADIAN RHYTHMSCOLOR DARK/LIGHTPHYS.WELL-BEING OPEN/CLOSEDLEARNING STYLE NOISE, SMELLAFFECTIVE CLIMATE SENSORY LEARNING PREFERENCES

REALITY CHECK: 1. WHAT DID YOU JUST HEAR THAT YOU WANT TO REMEMBER? 2. HOW WILL YOU APPLY IT TO YOUR SITUATION?

THE BASICS  USE OF TIME  GROUP MANAGEMENT  DESIGNING ENGAGING LESSONS  GIVING DIRECTIONS  MANAGING PAPERWORK  DELEGATING RESPONSIBILITIES  HANDLING MISBEHAVIOR  BEGINNING OF THE YEAR

What are some other skills you’d like to master? For example:  Use of technology  More participation  Use of teaching materials  Inclusion of all students  Cooperative learning  Projects

Time on Task: Timewasters  Lack of Planning  Lack of clarity in giving direction  Students unclear about supplies and materials they need  Students unclear about how to get help  Lack of routine for distributing and collecting materials  Lack of planning for transitions

KEYS TO MANAGING THE CLASSROOM  ROUTINE  RULES  RESPECT  REFLECT  REVIEW  RETURN  REACT

1. ROUTINE If classroom activities are not carefully structured, disruption can occur, inviting additional disturbance by students.

Routine: some suggestions  Prepare well in advance  Be consistent  Let students take care of routine tasks  Give clear concise directions  Make routine tasks sequential  Periodically review the routine

2. Rules Students need defined, mutually agreed-upon enforceable standards of behavior with logical consequences for misbehavior.

2. Rules  Involve students in rule-setting  Involve students in consequence-setting  Give concrete examples  Be consistent in enforcing  Post the rules and communicate them to students’ homes

Some Basic Rules Some Basic Rules:  Come to class prepared  Pay attention to directions  Work quietly when the teacher is not present  Respect other persons and their possessions  Wait for the teacher to call on you before you answer a question or ask for help

Ignoring Inappropriate Behavior  1. The problem is momentary;  2. It is not serious or dangerous;  3. Drawing attention would cause more disruption;  4. The student is usually well-behaved;  5. Other students are not involved.

3. R-e-s-p-e-c-t Students need to know that they are respected as persons.

3. Respect  Familiarize yourself with students’ learning styles  Learn motivational techniques  Convey high expectations to all students  Speak and write respectfully  Be fair

Students LikeDislike

Learning Pyramid Average Retention Rate Lecture % Reading % Audio-visual % Demonstration % Discussion Group % Practice by Doing % Teach Others/Immediate Use of Learning %

4. Reflect Effective planning, solving of problems, strategizing as to instructional approaches requires some time for reflection.

4. Reflect  Strategize approaches to problems with other teachers  Plan lessons that call for a variety of learning activities  Plan for a “Plan B”  Be sensitive to clues and cues from students

Classroom Seating sweet spot reluctant learners

5. Review Summarization, careful assessment and testing, homework that offers reinforcement and application of learning obviate a sense of “drift”

5. Review  Design tests to assess  Develop and communicate homework policy  Allow students to start homework  Summarize each lesson  Summarize each unit

6. Return Students respond to feedback, whether written or spoken

6. Return  Return all written work in a timely manner  Look for ways to give some positive feedback  Provide ways in which to reinforce learning  Try to give immediate feedback

7. React Realize that teaching is a human activity where there is mystery and, perhaps, even magic

7. React  Convey a sense of excitement about learning  Ask probing questions  Relate learning to real life  Strive to involve all students  Use low-profile intervention  REACT!

Some Questions: 1. How does the arrangement of my classroom enhance my teaching objectives? 2. How do I manage transition time? 3. How do I signal for attention? 4. How do I alternate classroom activities? 5. How do I manage student written work?

Some more questions....  6. How do I develop and teach rules?  7. How do I communicate with parents?  8. How do I divide and allocate tasks?  9. How do I model acceptable behavior?  10. How do I insure age-appropriate behavior?  11. How do I meet student learning differences?  FINALLY: What will I do differently this year, so that I teach smarter, not harder?